A-level
PSYCHOLOGY
7182/3
Paper 3 Issues and options in psychology
Mark scheme
June 2021
Version 1.0 Final Mark Scheme
, MARK SCHEME – A-LEVEL PSYCHOLOGY – 7182/3 – JUNE
2021
Mark schemes are prepared by the Lead Assessment Writer and considered, together with
the relevant questions, by a panel of subject teachers. This mark scheme includes any
amendments made at the standardisation events which all associates participate in and is
the scheme which was used by them in this examination. The standardisation process
ensures that the mark scheme covers the students’ responses to questions and that every
associate understands and applies it in the same correct way.
As preparation for standardisation each associate analyses a number of students’ scripts.
Alternative answers not already covered by the mark scheme are discussed and legislated
for. If, after the standardisation process, associates encounter unusual answers which have
not been raised they are required to refer these to the Lead Examiner.
It must be stressed that a mark scheme is a working document, in many cases further
developed and expanded on the basis of students’ reactions to a particular paper.
Assumptions about future mark schemes on the basis of one year’s document should be
avoided; whilst the guiding principles of assessment remain constant, details will change,
depending on the content of a particular examination paper.
Further copies of this mark scheme are available from aqa.org.uk.
2
, MARK SCHEME – A-LEVEL PSYCHOLOGY – 7182/3 – JUNE
2021
Level of response marking instructions
Level of response mark schemes are broken down into levels, each of which has a
descriptor. The descriptor for the level shows the average performance for the level. There
are marks in each level.
Before you apply the mark scheme to a student’s answer read through the answer and
annotate it (as instructed) to show the qualities that are being looked for. You can then
apply the mark scheme.
Step 1 Determine a level
Start at the lowest level of the mark scheme and use it as a ladder to see whether the
answer meets the descriptor for that level. The descriptor for the level indicates the
different qualities that might be seen in the student’s answer for that level. If it meets the
lowest level then go to the next one and decide if it meets this level, and so on, until you
have a match between the level descriptor and the answer. With practice and familiarity
you will find that for better answers you will be able to quickly skip through the lower levels
of the mark scheme.
When assigning a level you should look at the overall quality of the answer and not look to
pick holes in small and specific parts of the answer where the student has not performed
quite as well as the rest. If the answer covers different aspects of different levels of the
mark scheme you should use a best fit approach for defining the level and then use the
variability of the response to help decide the mark within the level, ie if the response is
predominantly Level 3 with a small amount of Level 4 material it would be placed in Level 3
but be awarded a mark near the top of the level because of the Level 4 content.
Step 2 Determine a mark
Once you have assigned a level you need to decide on the mark. The descriptors on how to
allocate marks can help with this. The exemplar materials used during standardisation will
help. Answers in the standardising materials will correspond with the different levels of the
mark scheme. These answers will have been awarded a mark by the Lead Examiner. You
can compare the student’s answer with the standardised examples to determine if it is the
same standard, better or worse than the example. You can then use this to allocate a mark
for the answer based on the Lead Examiner’s mark on the example.
You may well need to read back through the answer as you apply the mark scheme to
clarify points and assure yourself that the level and the mark are appropriate.
Indicative content in the mark scheme is provided as a guide for examiners. It is not
intended to be exhaustive and you must credit other valid points. Students do not have to
cover all of the points mentioned in the indicative content to reach the highest level of the
mark scheme.
An answer which contains nothing of relevance to the question must be awarded no marks.
3
, MARK SCHEME – A-LEVEL PSYCHOLOGY – 7182/3 – JUNE
2021
Section A
Issues and debates in psychology
0 1 Which of the following terms best represents the view that biology and
environment work together to determine behaviour?
Write the correct letter in your answer book.
[1 mark]
Marks for this question: AO1 = 1
Answer: D – Interactionism
0 2 What are behavioural categories? Explain why it was important to use
behavioural categories in this observation.
[4 marks]
Marks for this question: AO1 = 2, AO2 = 2
Level Marks Description
Knowledge of behavioural categories is clear and detailed, showing
2 3–4 sound understanding. The explanation is clear and appropriate. There
is appropriate use of specialist terminology.
Knowledge of behavioural categories is limited/muddled, showing
1 1–2 limited understanding. The explanation lacks detail. Use of specialist
terminology is either absent or inappropriate.
0 No relevant content.
Possible content:
a system of behavioural categories is a list/tally chart examples of behaviour likely to
occur during an observation
these should be observable/objectively defined/operationalised/unambiguous.
Possible explanation:
using a set of behavioural categories should enable the recordings of friendly behaviour
made by the two students to be consistent (can help to establish inter-observer
reliability)
this means that the observations can be carried out reliably/be less subjective
interpretations of what is friendly and what is not.
Credit other relevant material.
4
PSYCHOLOGY
7182/3
Paper 3 Issues and options in psychology
Mark scheme
June 2021
Version 1.0 Final Mark Scheme
, MARK SCHEME – A-LEVEL PSYCHOLOGY – 7182/3 – JUNE
2021
Mark schemes are prepared by the Lead Assessment Writer and considered, together with
the relevant questions, by a panel of subject teachers. This mark scheme includes any
amendments made at the standardisation events which all associates participate in and is
the scheme which was used by them in this examination. The standardisation process
ensures that the mark scheme covers the students’ responses to questions and that every
associate understands and applies it in the same correct way.
As preparation for standardisation each associate analyses a number of students’ scripts.
Alternative answers not already covered by the mark scheme are discussed and legislated
for. If, after the standardisation process, associates encounter unusual answers which have
not been raised they are required to refer these to the Lead Examiner.
It must be stressed that a mark scheme is a working document, in many cases further
developed and expanded on the basis of students’ reactions to a particular paper.
Assumptions about future mark schemes on the basis of one year’s document should be
avoided; whilst the guiding principles of assessment remain constant, details will change,
depending on the content of a particular examination paper.
Further copies of this mark scheme are available from aqa.org.uk.
2
, MARK SCHEME – A-LEVEL PSYCHOLOGY – 7182/3 – JUNE
2021
Level of response marking instructions
Level of response mark schemes are broken down into levels, each of which has a
descriptor. The descriptor for the level shows the average performance for the level. There
are marks in each level.
Before you apply the mark scheme to a student’s answer read through the answer and
annotate it (as instructed) to show the qualities that are being looked for. You can then
apply the mark scheme.
Step 1 Determine a level
Start at the lowest level of the mark scheme and use it as a ladder to see whether the
answer meets the descriptor for that level. The descriptor for the level indicates the
different qualities that might be seen in the student’s answer for that level. If it meets the
lowest level then go to the next one and decide if it meets this level, and so on, until you
have a match between the level descriptor and the answer. With practice and familiarity
you will find that for better answers you will be able to quickly skip through the lower levels
of the mark scheme.
When assigning a level you should look at the overall quality of the answer and not look to
pick holes in small and specific parts of the answer where the student has not performed
quite as well as the rest. If the answer covers different aspects of different levels of the
mark scheme you should use a best fit approach for defining the level and then use the
variability of the response to help decide the mark within the level, ie if the response is
predominantly Level 3 with a small amount of Level 4 material it would be placed in Level 3
but be awarded a mark near the top of the level because of the Level 4 content.
Step 2 Determine a mark
Once you have assigned a level you need to decide on the mark. The descriptors on how to
allocate marks can help with this. The exemplar materials used during standardisation will
help. Answers in the standardising materials will correspond with the different levels of the
mark scheme. These answers will have been awarded a mark by the Lead Examiner. You
can compare the student’s answer with the standardised examples to determine if it is the
same standard, better or worse than the example. You can then use this to allocate a mark
for the answer based on the Lead Examiner’s mark on the example.
You may well need to read back through the answer as you apply the mark scheme to
clarify points and assure yourself that the level and the mark are appropriate.
Indicative content in the mark scheme is provided as a guide for examiners. It is not
intended to be exhaustive and you must credit other valid points. Students do not have to
cover all of the points mentioned in the indicative content to reach the highest level of the
mark scheme.
An answer which contains nothing of relevance to the question must be awarded no marks.
3
, MARK SCHEME – A-LEVEL PSYCHOLOGY – 7182/3 – JUNE
2021
Section A
Issues and debates in psychology
0 1 Which of the following terms best represents the view that biology and
environment work together to determine behaviour?
Write the correct letter in your answer book.
[1 mark]
Marks for this question: AO1 = 1
Answer: D – Interactionism
0 2 What are behavioural categories? Explain why it was important to use
behavioural categories in this observation.
[4 marks]
Marks for this question: AO1 = 2, AO2 = 2
Level Marks Description
Knowledge of behavioural categories is clear and detailed, showing
2 3–4 sound understanding. The explanation is clear and appropriate. There
is appropriate use of specialist terminology.
Knowledge of behavioural categories is limited/muddled, showing
1 1–2 limited understanding. The explanation lacks detail. Use of specialist
terminology is either absent or inappropriate.
0 No relevant content.
Possible content:
a system of behavioural categories is a list/tally chart examples of behaviour likely to
occur during an observation
these should be observable/objectively defined/operationalised/unambiguous.
Possible explanation:
using a set of behavioural categories should enable the recordings of friendly behaviour
made by the two students to be consistent (can help to establish inter-observer
reliability)
this means that the observations can be carried out reliably/be less subjective
interpretations of what is friendly and what is not.
Credit other relevant material.
4
